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Age-related changes in information-seeking behavior about morally relevant events 与年龄有关的道德相关事件信息搜索行为的变化。
IF 3.9 1区 心理学
Child development Pub Date : 2024-11-28 DOI: 10.1111/cdev.14200
Daniel Yonas, Larisa Heiphetz Solomon
{"title":"Age-related changes in information-seeking behavior about morally relevant events","authors":"Daniel Yonas,&nbsp;Larisa Heiphetz Solomon","doi":"10.1111/cdev.14200","DOIUrl":"10.1111/cdev.14200","url":null,"abstract":"<p>With age, people increasingly emphasize intent when judging transgressions. However, people often lack information about intent in everyday settings; further, they may wonder about reasons underlying pro-social acts. Three studies investigated 4-to-6-year-olds', 7-to-9-year-olds', and adults' (data collected 2020–2022 in the northeastern United States, total <i>n</i> = 669, ~50% female, predominantly White) desire for information about why behaviors occurred. In Study 1, older children and adults exhibited more curiosity about transgressions versus pro-social behaviors (<i>d</i>s = 0.52–0.63). Younger children showed weaker preferences to learn about transgressions versus pro-social behaviors than did older participants (<i>d</i> = 0.12). Older children's emphasis on intent, but not expectation violations, drove age-related differences (Studies 2–3). Older children may target intent-related judgments specifically toward transgressions, and doing so may underlie curiosity about wrongdoing.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":"96 2","pages":"705-720"},"PeriodicalIF":3.9,"publicationDate":"2024-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142738581","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Parent–adolescent communication in a digital world: A 100-day diary study 数字世界中父母与青少年的沟通：百日日记研究
IF 3.9 1区 心理学
Child development Pub Date : 2024-11-22 DOI: 10.1111/cdev.14203
Loes H. C. Janssen, Ine Beyens, Nadia A. J. D. Bij de Vaate, Amber van der Wal, Patti M. Valkenburg, Loes Keijsers
{"title":"Parent–adolescent communication in a digital world: A 100-day diary study","authors":"Loes H. C. Janssen,&nbsp;Ine Beyens,&nbsp;Nadia A. J. D. Bij de Vaate,&nbsp;Amber van der Wal,&nbsp;Patti M. Valkenburg,&nbsp;Loes Keijsers","doi":"10.1111/cdev.14203","DOIUrl":"10.1111/cdev.14203","url":null,"abstract":"<p>Digital technology enables parents and adolescents to communicate anywhere and anytime. Knowledge of parent–adolescent online communication, however, is mainly based on cross-sectional studies. In this preregistered 100-day diary study, 479 adolescents (<i>M</i><sub>age</sub> = 15.98, 54.9% girls; 96.9% Dutch) reported daily if they had communicated with their parents online, how long (i.e., duration), and what they discussed (i.e., topics). Parent–adolescent online communication took place on 43% of days, for an average of 20 min a day, and predominantly concerned micro-coordination. Five profiles of parent–adolescent online communication were identified, with most adolescents (55.4%) communicating relatively infrequently and briefly. Boys and younger adolescents communicated longer than girls and older adolescents. Although parent–adolescent online contact is possible all day, very few adolescents do so.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":"96 2","pages":"736-751"},"PeriodicalIF":3.9,"publicationDate":"2024-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cdev.14203","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142690826","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Like mother like child: Differential impact of mothers' and fathers' individual language use on bilingual language exposure 有其母必有其子：母亲和父亲个人语言使用对双语接触的不同影响。
IF 3.9 1区 心理学
Child development Pub Date : 2024-11-22 DOI: 10.1111/cdev.14196
Andrea Sander-Montant, Rébecca Bissonnette, Krista Byers-Heinlein
{"title":"Like mother like child: Differential impact of mothers' and fathers' individual language use on bilingual language exposure","authors":"Andrea Sander-Montant,&nbsp;Rébecca Bissonnette,&nbsp;Krista Byers-Heinlein","doi":"10.1111/cdev.14196","DOIUrl":"10.1111/cdev.14196","url":null,"abstract":"<p>Language exposure is an important determiner of language outcomes in bilingual children. Family language strategies (FLS, e.g., one-parent-one-language) were contrasted with parents’ individual language use to predict language exposure in 4–31-month-old children (50% female) living in Montreal, Quebec. Two-hundred twenty one children (primarily European (48%) and mixed ethnicity (29%)) were learning two community languages (French and English) and 60 (primarily mixed ethnicity (39%) and European (16%)) were learning one community and one heritage language. Parents' individual language use better predicted exposure than FLS (explaining ~50% vs. ~6% of variance). Mothers' language use was twice as influential on children's exposure as fathers', likely due to gendered caregiving roles. In a subset of families followed longitudinally, ~25% showed changes in FLS and individual language use over time. Caregivers, especially mothers, individually shape bilingual children's language exposure.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":"96 2","pages":"662-678"},"PeriodicalIF":3.9,"publicationDate":"2024-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cdev.14196","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142686241","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Trajectories and predictors of adolescent purpose development in self-driven learning 青少年自主学习目的发展的轨迹和预测因素。
IF 3.9 1区 心理学
Child development Pub Date : 2024-11-21 DOI: 10.1111/cdev.14201
Kaylin Ratner, Hou Xie, Gaoxia Zhu, Melody Estevez, Anthony L. Burrow
{"title":"Trajectories and predictors of adolescent purpose development in self-driven learning","authors":"Kaylin Ratner,&nbsp;Hou Xie,&nbsp;Gaoxia Zhu,&nbsp;Melody Estevez,&nbsp;Anthony L. Burrow","doi":"10.1111/cdev.14201","DOIUrl":"10.1111/cdev.14201","url":null,"abstract":"<p>Purpose offers several important benefits to youth. Thus, it is necessary to understand <i>how</i> a sense of purpose develops in supportive contexts and <i>what</i> psychological resources can help. From 2021 to 2022, this study investigated purpose change among 321 youth (<i>M</i><sub>age</sub> = 16.4 years; 71% female; 25.9% Black, 33.3% Asian, 15.6% Hispanic/Latinx, 13.4% White, 9.7% multiracial) participating in <i>GripTape</i>, a ~10-week self-driven learning program. Many youth started with high initial purpose that increased throughout enrollment (<i>Strengthening</i>), whereas others began with slightly lower purpose that remained stable (<i>Maintaining</i>). For each unit increase in baseline agency, youth were 1.6x more likely to be classified as <i>Strengthening</i>. As such, agency may be a resource that helps youth capitalize on certain types of environments.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":"96 2","pages":"691-704"},"PeriodicalIF":3.9,"publicationDate":"2024-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cdev.14201","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142686243","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Pointing out learning opportunities reduces overparenting 指出学习机会可减少过度养育。
IF 3.9 1区 心理学
Child development Pub Date : 2024-11-21 DOI: 10.1111/cdev.14198
Reut Shachnai, Mika Asaba, Lingyan Hu, Julia A. Leonard
{"title":"Pointing out learning opportunities reduces overparenting","authors":"Reut Shachnai,&nbsp;Mika Asaba,&nbsp;Lingyan Hu,&nbsp;Julia A. Leonard","doi":"10.1111/cdev.14198","DOIUrl":"10.1111/cdev.14198","url":null,"abstract":"<p>Overparenting—taking over and completing developmentally appropriate tasks for children—is pervasive and hurts children's motivation. Can overparenting in early childhood be reduced by simply framing tasks as learning opportunities? In Study 1 (<i>N</i> = 77; 62% female; 74% White; collected 4/2022), US parents of 4-to-5-year-olds reported taking over less on tasks they perceived as greater learning opportunities, which was most often the case on academic tasks. Studies 2 and 3 (<i>N</i> = 140; 67% female; 52% White; collected 7/2022–9/2023) showed that framing the everyday, non-academic task of getting dressed as a learning opportunity—whether big or small—reduced parents' taking over by nearly half (<i>r</i> = −.39). These findings suggest that highlighting learning opportunities helps parents give children more autonomy.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":"96 2","pages":"679-690"},"PeriodicalIF":3.9,"publicationDate":"2024-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142686242","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The cumulative, timing-specific, and enduring associations between student–teacher relationships and early elementary outcomes 师生关系与小学低年级成果之间的累积性、特定时间性和持久性关联
IF 3.9 1区 心理学
Child development Pub Date : 2024-11-20 DOI: 10.1111/cdev.14177
Arya Ansari, M. Nicole Buckley, S. Colby Woods, Michael Gottfried
{"title":"The cumulative, timing-specific, and enduring associations between student–teacher relationships and early elementary outcomes","authors":"Arya Ansari,&nbsp;M. Nicole Buckley,&nbsp;S. Colby Woods,&nbsp;Michael Gottfried","doi":"10.1111/cdev.14177","DOIUrl":"10.1111/cdev.14177","url":null,"abstract":"<p>Using data from the Early Childhood Longitudinal Study—Kindergarten Class of 2011 (<i>n</i> = 14,370; 51% Male; 51% White; 14% Black; 25% Hispanic; 4% Asian; and 6% Other), this study examined the cumulative, timing-specific, and enduring associations between student–teacher relationships in the United States and a broad range of student outcomes. Student–teacher conflict and closeness were consistently associated with outcomes between kindergarten and third grade, both contemporaneously and over time. The main exception was for student absenteeism, where there were less consistent associations with student–teacher conflict. Cumulative models underscore the significance of the overall experiences of high-quality relationships over time. Despite little evidence of variability, girls fared less well socially due to more conflictual and less close relationships with their teachers than boys.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":"96 2","pages":"475-491"},"PeriodicalIF":3.9,"publicationDate":"2024-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cdev.14177","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142672992","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Utility of the social skills improvement system–rating scales for capturing dynamic social constructs: Evidence using the measurement model of derivatives 社会技能改进系统--评分量表在捕捉动态社会建构方面的实用性：使用衍生测量模型的证据
IF 3.9 1区 心理学
Child development Pub Date : 2024-11-19 DOI: 10.1111/cdev.14199
Katherine E. Frye, Christopher J. Anthony, Pui-Wa Lei, Kyle D. Husmann, James C. DiPerna
{"title":"Utility of the social skills improvement system–rating scales for capturing dynamic social constructs: Evidence using the measurement model of derivatives","authors":"Katherine E. Frye,&nbsp;Christopher J. Anthony,&nbsp;Pui-Wa Lei,&nbsp;Kyle D. Husmann,&nbsp;James C. DiPerna","doi":"10.1111/cdev.14199","DOIUrl":"10.1111/cdev.14199","url":null,"abstract":"<p>Social skills are dynamic developmental constructs typically measured using assessments developed via cross-sectional methods. The measurement model of derivatives (MMOD), a factor analytic approach targeting individual growth trajectories, was used to evaluate the longitudinal factor structure of the Social Skills Improvement System—Rating Scales (SSIS-RS) teacher form with a sample of 1320 first and second grade students (51.6% female, 54.8% white, 20.6% Black, 14.4% Hispanic). Although results provided support for three of the original SSIS-RS factors (Assertion, Empathy, Self-Control), there was some evidence that the other four original domains (Cooperation, Responsibility, Engagement, Communication) could be explained by two factors in this age range. Implications for using the SSIS-RS and the utility of the MMOD in developmental research are discussed.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":"96 2","pages":"721-735"},"PeriodicalIF":3.9,"publicationDate":"2024-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cdev.14199","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142672994","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Children's evaluations of interracial peer inclusion and exclusion: The role of intimacy 儿童对异族同伴包容和排斥的评价：亲密关系的作用。
IF 3.9 1区 心理学
Child development Pub Date : 2024-11-19 DOI: 10.1111/cdev.14197
Kate Luken Raz, Elise M. Kaufman, Melanie Killen
{"title":"Children's evaluations of interracial peer inclusion and exclusion: The role of intimacy","authors":"Kate Luken Raz,&nbsp;Elise M. Kaufman,&nbsp;Melanie Killen","doi":"10.1111/cdev.14197","DOIUrl":"10.1111/cdev.14197","url":null,"abstract":"<p>The present study investigated how Black and White American children, ages 6 to 9.5 years and 9.5 to 12 years (<i>N</i> = 219, <i>M</i><sub>Age</sub> = 9.18 years, SD<sub>Age</sub> = 1.90; 51% female) evaluated vignettes in which peers included a same- or cross-race peer in a high-intimacy or low-intimacy context. These data were collected from 2021 to 2022. Children expected characters to be less likely to include cross-race peers in high- than low-intimacy contexts. They also evaluated cross-race exclusion more negatively in high- and low-intimacy contexts. Black participants evaluated cross-race exclusion more negatively than did White participants. Older participants were more likely to personally include a cross-race peer. This study is a first step toward understanding the role of intimacy in cross-race peer relationships.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":"96 2","pages":"645-661"},"PeriodicalIF":3.9,"publicationDate":"2024-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cdev.14197","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142675215","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Parents spontaneously scaffold the formation of conversational pacts with their children 父母自发地与孩子建立会话协议。
IF 3.9 1区 心理学
Child development Pub Date : 2024-11-18 DOI: 10.1111/cdev.14186
Ashley Leung, Daniel Yurovsky, Robert D. Hawkins
{"title":"Parents spontaneously scaffold the formation of conversational pacts with their children","authors":"Ashley Leung,&nbsp;Daniel Yurovsky,&nbsp;Robert D. Hawkins","doi":"10.1111/cdev.14186","DOIUrl":"10.1111/cdev.14186","url":null,"abstract":"<p>Adults readily coordinate on temporary <i>pacts</i> about how to refer to things in conversation. Young children are also capable of forming pacts with peers given appropriate experimenter intervention. Here, we investigate whether parents may <i>spontaneously</i> provide a similar kind of scaffolding with U.S. children in a director–matcher task (<i>N</i> = 201, 49% female; ages 4, 6, 8). In Experiment 1, we show that parents initiate more clarification exchanges with younger children who, in turn, are more likely to adopt labels introduced by the parent. We then examine whether the benefit of such scaffolding acts primarily through childrens' difficulties with comprehension (Experiment 2) or production (Experiment 3). Our findings suggest that parents primarily scaffold pacts by easing children's production difficulties, modeling cooperative communication.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":"96 2","pages":"546-561"},"PeriodicalIF":3.9,"publicationDate":"2024-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cdev.14186","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142647018","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Mother–child collaboration in an Indigenous community: Changing and enduring across generations 土著社区的母子合作：跨代的变化与持久
IF 3.9 1区 心理学
Child development Pub Date : 2024-11-14 DOI: 10.1111/cdev.14181
Barbara Rogoff, Itzel Aceves-Azuara
{"title":"Mother–child collaboration in an Indigenous community: Changing and enduring across generations","authors":"Barbara Rogoff,&nbsp;Itzel Aceves-Azuara","doi":"10.1111/cdev.14181","DOIUrl":"10.1111/cdev.14181","url":null,"abstract":"<p>Changes in family life related to globalization may include reduction in the collaborativeness observed in many Indigenous American communities. The present study examined longitudinal changes and continuities in collaboration in a Guatemalan Maya community experiencing rapid globalization. Fluid collaboration was widespread 3 decades ago among triads of mothers and 1- to 6-year-olds in 24 Mayan families exploring novel objects during home visits (Dayton et al., 2022). However, in the “same” situation 30 years later, 22 mother–child triads of their relatives spent half as much time in collaboration among all three people. This aligns with globalizing changes and with the pattern of Dayton et al.'s middle-class European American families. Nonetheless, the Mayan families maintained harmonious interactions, in line with preserving important cultural values.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":"95 6","pages":"1858-1878"},"PeriodicalIF":3.9,"publicationDate":"2024-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cdev.14181","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142610733","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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